Музично-виконавський самоконтроль вчителя музики як психолого-педагогічна проблема

У статті розкривається сутність та специфіка музично-виконавського самоконтролю в контексті взаємозв’язку концепцій психолого-педагогічної та фортепіанної педагогіки. Музично-виконавський самоконтроль представлений як фахова якість вчителя музики-піаніста.

В статье раскрывается сущность и специфика музыкально-исполнительского самоконтроля в контексте взаимосвязи концепций психолого-педагогической науки и фортепианной педагогики. его взаимосвязь с психолого-педагогическими науками.
Музыкально-исполнительский самоконтроль представлен как профессиональное качество учителя музыки-пианиста.

The article dwells upon the problem of music and performing self-control. The formulation notion of “Music and Performing self-control” as the one of the professional self-control varieties is given. Its essence, peculiarity and interrelation with psychological and pedagogical sciences are given. Music and Performing self-control, basing on the physiological and psychological researches, as a forming skill, is remaining a pedagogical problem. Dealing with the problems,
which are connected with self-regulation, where the Music and Performing self-control is the necessary component (of comparison, self-concept, self-correction). But the supporting of self-control functioning during this process, taking to attention the specific of activity, depends on the co-collection of strong-willed person, such as will, as the component of self-regulation. As only the wholesome process provides the Music and Performing regulation, removes the inner difficulties which are connected with the psychological and personal capacities, uniting outer and inner aspects during the performing process. Only the high-level self-control can promote to the self-personal competence forming and become the professional quality of the music teacher – the pianist.